Aspects of anthropological methods covered are:
Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it.
They said they wanted to be doing something real, not just sitting around. They said teachers didn't seem to know much about their subjects and clearly weren't interested in learning more. And the kids were right: Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers' lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there.
When asked why they feel bored, the teachers tend to blame the kids, as you might expect. Who wouldn't get bored teaching students who are rude and interested only in grades?
Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children.
Who, then, is to blame? My grandfather taught me that. One afternoon when I was seven I complained to him of boredom, and he batted me hard on the head. He told me that I was never to use that term in his presence again, that if I was bored it was my fault and no one else's.
The obligation to amuse and instruct myself was entirely my own, and people who didn't know that were childish people, to be avoided if possible. Certainly not to be trusted.
That episode cured me of boredom forever, and here and there over the years I was able to pass on the lesson to some remarkable student. For the most part, however, I found it futile to challenge the official notion that boredom and childishness were the natural state of affairs in the classroom.
Often I had to defy custom, and even bend the law, to help kids break out of this trap. The empire struck back, of course; childish adults regularly conflate opposition with disloyalty.
I once returned from a medical leave to discover that all evidence of my having been granted the leave had been purposely destroyed, that my job had been terminated, and that I no longer possessed even a teaching license. After nine months of tormented effort I was able to retrieve the license when a school secretary testified to witnessing the plot unfold.
In the meantime my family suffered more than I care to remember. By the time I finally retired inI had more than enough reason to think of our schools - with their long-term, cell-block-style, forced confinement of both students and teachers - as virtual factories of childishness.
Yet I honestly could not see why they had to be that way. My own experience had revealed to me what many other teachers must learn along the way, too, yet keep to themselves for fear of reprisal: We could encourage the best qualities of youthfulness - curiosity, adventure, resilience, the capacity for surprising insight - simply by being more flexible about time, texts, and tests, by introducing kids to truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then.
But we don't do that. And the more I asked why not, and persisted in thinking about the "problem" of schooling as an engineer might, the more I missed the point: What if there is no "problem" with our schools?
What if they are the way they are, so expensively flying in the face of common sense and long experience in how children learn things, not because they are doing something wrong but because they are doing something right?
Is it possible that George W. Bush accidentally spoke the truth when he said we would "leave no child behind"? Could it be that our schools are designed to make sure not one of them ever really grows up?
Do we really need school? I don't mean education, just forced schooling: Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest.
Even if they hadn't, a considerable number of well-known Americans never went through the twelve-year wringer our kids currently go through, and they turned out all right. Someone taught them, to be sure, but they were not products of a school system, and not one of them was ever "graduated" from a secondary school.
Throughout most of American history, kids generally didn't go to high school, yet the unschooled rose to be admirals, like Farragut; inventors, like Edison; captains of industry, like Carnegie and Rockefeller; writers, like Melville and Twain and Conrad; and even scholars, like Margaret Mead.An essay on the origin and nature of homophobia.
A personal essay in hypertext by Scott Bidstrup. If you look up "homophobia" in the dictionary, it will probably tell you that it is the fear of homosexuals..
While many would take issue with that definition, it is nevertheless true that in many ways, it really is a fear of homosexuality or at least homosexuals, as we will see in this essay. Influence of Alcohol on University Students - Introduction This essay is a research plan about the influence of alcohol on university students.
An orientation training session at the Youthful Offender System prison in Pueblo, Colorado, As recently as five years ago, American corrections officials almost uniformly denied that rape in prison was a widespread problem. In a must-read essay, former GOP congressional analyst Mike Lofgren analyzes America's "Deep State," in which elected and unelected figures collude to serve powerful vested interests.
Goldsmiths, University of London is in South East London. We offer undergraduate and postgraduate degrees as well as teacher training (PGCE), Study Abroad and short courses. Purpose of Prison Essay. by Mohammad Usama Khalid (Quetta, Balochistan, Pakistan) What purpose should prisons serve: punishment or rehabilitation?
The main objective of prison is to imprison a guilty and give him punishment for the sake of justice.